Cennamo, Ross, and Ertmer (2009) define a GAME Plan as an ongoing process where we take control of our own learning process. As a result, we become self-directed learners who are able to respond to the rapid technological changes that inevitably will occur during our professional careers. For my GAME Plan I chose two goals that met the National Educational Technology Standards for Teachers (NETS-T). Any Game Plan focuses on ways to achieve these goals, monitor the progress, and extend learning. Both the indicators I chose fall under the standard “Facilitate and Inspire Student Learning and Creativity.” One goal was to learn more about promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. My second goal was to model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
When focusing on my first goal, it is apparent that students have many options available to them with regard to reflection via collaboration. As part of the action of my GAME Plan, I will use the technique of digital storytelling, which I just learned, with my students to promote reflection. Students create their stories using images they’ve downloaded or created themselves. Afterwards, they reflect the experience and the insight gained. They can use a wiki to post their comments about their classmates’ projects and use the feedback given to them as part of their reflection. The important aspect is that students have a choice in the various stages of the process. Another technique that would assist students with reflection is online collaboration. This is implemented in a lesson I have already developed with another Walden cohort member. We will implement this at the beginning of next school year. My students will collaborate online with students in inner city Denver to compare their thoughts and insights on various curricula such as the book “The Outsiders” (Hinton, 1968). I am confident in this technique and look forward to beginning the online project with her school.
Many adjustments will be made in my curriculum as a result of this course. For example, I have already changed the 8th grade final project. In the past, they have created a traditional portfolio with their papers from all of junior high plus a reflection piece. Now they will create an eportfolio which will be available to an audience broader than just the teacher. They will post their reflection “My Progress as a Writer” on their blog instead of within their eportfolio. Their future 9th grade English teacher has agreed that she will take a look at pieces of the eportfolios and make comments on them. Knowing this, I am hoping they will be motivated to increase their standard in order to impress their future teacher.
Another adjustment related to technology is the development of a class web site. On this web site I will post assignments so absent students may download them at home. This will drastically cut down on the confusion at school while putting more of the accountability on the student and the parents. In addition, the web site will help those students who are struggling to understand the material. They will be able to go over the information using podcasts and videos at home to master concepts better. Finally, students will be able to post their presentations and other student work on the web site. This will enable them to display their work to their parents. In turn, I am hoping this web site will increase parent/teacher communication.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Saturday, February 27, 2010
Reflecting on My GAME Plan
Cennamo, Ross, and Ertmer (2009) define a GAME Plan as an ongoing process where we take control of our own learning process. As a result, we become self-directed learners who are able to respond to the rapid technological changes that inevitably will occur during our professional careers. For my GAME Plan I chose two goals that met the National Educational Technology Standards for Teachers (NETS-T). Any Game Plan focuses on ways to achieve these goals, monitor the progress, and extend learning. Both the indicators I chose fall under the standard “Facilitate and Inspire Student Learning and Creativity.” One goal was to learn more about promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. My second goal was to model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
When focusing on my first goal, it is apparent that students have many options available to them with regard to reflection via collaboration. As part of the action of my GAME Plan, I will use the technique of digital storytelling, which I just learned, with my students to promote reflection. Students create their stories using images they’ve downloaded or created themselves. Afterwards, they reflect the experience and the insight gained. They can use a wiki to post their comments about their classmates’ projects and use the feedback given to them as part of their reflection. The important aspect is that students have a choice in the various stages of the process. Another technique that would assist students with reflection is online collaboration. This is implemented in a lesson I have already developed with another Walden cohort member. We will implement this at the beginning of next school year. My students will collaborate online with students in inner city Denver to compare their thoughts and insights on various curricula such as the book “The Outsiders” (Hinton, 1968). I am confident in this technique and look forward to beginning the online project with her school.
Many adjustments will be made in my curriculum as a result of this course. For example, I have already changed the 8th grade final project. In the past, they have created a traditional portfolio with their papers from all of junior high plus a reflection piece. Now they will create an eportfolio which will be available to an audience broader than just the teacher. They will post their reflection “My Progress as a Writer” on their blog instead of within their eportfolio. Their future 9th grade English teacher has agreed that she will take a look at pieces of the eportfolios and make comments on them. Knowing this, I am hoping they will be motivated to increase their standard in order to impress their future teacher.
Another adjustment related to technology is the development of a class web site. On this web site I will post assignments so absent students may download them at home. This will drastically cut down on the confusion at school while putting more of the accountability on the student and the parents. In addition, the web site will help those students who are struggling to understand the material. They will be able to go over the information using podcasts and videos at home to master concepts better. Finally, students will be able to post their presentations and other student work on the web site. This will enable them to display their work to their parents. In turn, I am hoping this web site will increase parent/teacher communication.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
When focusing on my first goal, it is apparent that students have many options available to them with regard to reflection via collaboration. As part of the action of my GAME Plan, I will use the technique of digital storytelling, which I just learned, with my students to promote reflection. Students create their stories using images they’ve downloaded or created themselves. Afterwards, they reflect the experience and the insight gained. They can use a wiki to post their comments about their classmates’ projects and use the feedback given to them as part of their reflection. The important aspect is that students have a choice in the various stages of the process. Another technique that would assist students with reflection is online collaboration. This is implemented in a lesson I have already developed with another Walden cohort member. We will implement this at the beginning of next school year. My students will collaborate online with students in inner city Denver to compare their thoughts and insights on various curricula such as the book “The Outsiders” (Hinton, 1968). I am confident in this technique and look forward to beginning the online project with her school.
Many adjustments will be made in my curriculum as a result of this course. For example, I have already changed the 8th grade final project. In the past, they have created a traditional portfolio with their papers from all of junior high plus a reflection piece. Now they will create an eportfolio which will be available to an audience broader than just the teacher. They will post their reflection “My Progress as a Writer” on their blog instead of within their eportfolio. Their future 9th grade English teacher has agreed that she will take a look at pieces of the eportfolios and make comments on them. Knowing this, I am hoping they will be motivated to increase their standard in order to impress their future teacher.
Another adjustment related to technology is the development of a class web site. On this web site I will post assignments so absent students may download them at home. This will drastically cut down on the confusion at school while putting more of the accountability on the student and the parents. In addition, the web site will help those students who are struggling to understand the material. They will be able to go over the information using podcasts and videos at home to master concepts better. Finally, students will be able to post their presentations and other student work on the web site. This will enable them to display their work to their parents. In turn, I am hoping this web site will increase parent/teacher communication.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Tuesday, February 16, 2010
Using the GAME Plan with My Students
The GAME Plan process can be used with my students to help them develop proficiency in the NETS-S (National Educational Technology Standards for Students). For instance, Standard 3 says that students will master research and information fluency. Students apply digital tools to gather, evaluate, and use information (www.iste.org). In my classroom, students could use the GAME Plan to set this goal, assess their progress, monitor, and evaluate their growth. Part of this standard requires the students to develop inquiry skills and learn to evaluate web sites. These are both elements of lessons that I have developed in my course work with Walden. I will introduce these lessons to my junior high students at the beginning of their seventh grade year, and strive for them to master these skills by the end of that year. This will help them achieve the next indicator which says they will “evaluate and select information sources” for the task (www.iste.org). My students do not have much experience doing research before they enter seventh grade, so this will be a big step for them. Likewise, the final indicator of Standard 3 dictates that they “select the digital tool that is appropriate for the given task” (www.iste.org). This is one aspect of the standard that I will touch on during their seventh grade year when introducing them to the various digital tools available. However, they will not be expected to master this indicator until their eighth grade year.
Standard Two of the NETS-S requires students to communicate and collaborate using digital media (www.iste.org). This is definitely one area to which I am looking forward for next year. Currently, another Walden student and I are developing a collaborative unit with our eighth grade students. This unit will meet the indicators that fall under Standard Two including developing cultural understanding and global awareness by engaging with learners of other cultures (www.iste.org). My students are all from a rural, small community where they are very much removed from the urban lifestyle of the city. My colleague’s students are all inner city youth who experience much violence in their lives both at school and home. Through this project we are hoping our students will realize how much they have in common with each other despite their different surroundings. Through this project they will all learn to interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media just as indicator one of standard two requires (www.iste.org).
The NETS-S and the NETS-T are interrelated, since one has to do with students and the other to do with teachers. For example, standard one of the NETS-T dictates that teachers facilitate and inspire student learning and creativity. Likewise, the NETS-S looks for students to develop creativity. Second, the NETS-T requires teachers to engage in professional growth and leadership according to Standard five. This mirrors the expectation of Standard Two on the NETS-S where students are required to participate in collaborative learning with other students. Basically, the NETS-T demands that teachers master the digital skills needed to model them for their students. In addition, teachers are responsible for creating an environment rich in choices of digital media and technology in order to benefit their students. Therefore, the common thread between the NETS-S and NETS-T is what will directly and indirectly benefit the acquisition of content knowledge on the part of the students.
In order to make this process easy for my students I will make sure to follow some suggestions made by Cennamo, Ross, and Ertmer (2009). It is suggested that teachers instruct students about the technology at hand before the students sit down in front of the computers. Also, Cennamo et al suggests making use of online tutorials and screen captures to assist students who may need additional time or help. Finally, one suggestion that I have already implemented, is to make sure students are aware of what they are expected to complete before they leave their computer stations. Providing a checklist is one way to insure that students are accountable of their own progress. All of these techniques will help me facilitate that the learning process is a successful one for my students.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Standard Two of the NETS-S requires students to communicate and collaborate using digital media (www.iste.org). This is definitely one area to which I am looking forward for next year. Currently, another Walden student and I are developing a collaborative unit with our eighth grade students. This unit will meet the indicators that fall under Standard Two including developing cultural understanding and global awareness by engaging with learners of other cultures (www.iste.org). My students are all from a rural, small community where they are very much removed from the urban lifestyle of the city. My colleague’s students are all inner city youth who experience much violence in their lives both at school and home. Through this project we are hoping our students will realize how much they have in common with each other despite their different surroundings. Through this project they will all learn to interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media just as indicator one of standard two requires (www.iste.org).
The NETS-S and the NETS-T are interrelated, since one has to do with students and the other to do with teachers. For example, standard one of the NETS-T dictates that teachers facilitate and inspire student learning and creativity. Likewise, the NETS-S looks for students to develop creativity. Second, the NETS-T requires teachers to engage in professional growth and leadership according to Standard five. This mirrors the expectation of Standard Two on the NETS-S where students are required to participate in collaborative learning with other students. Basically, the NETS-T demands that teachers master the digital skills needed to model them for their students. In addition, teachers are responsible for creating an environment rich in choices of digital media and technology in order to benefit their students. Therefore, the common thread between the NETS-S and NETS-T is what will directly and indirectly benefit the acquisition of content knowledge on the part of the students.
In order to make this process easy for my students I will make sure to follow some suggestions made by Cennamo, Ross, and Ertmer (2009). It is suggested that teachers instruct students about the technology at hand before the students sit down in front of the computers. Also, Cennamo et al suggests making use of online tutorials and screen captures to assist students who may need additional time or help. Finally, one suggestion that I have already implemented, is to make sure students are aware of what they are expected to complete before they leave their computer stations. Providing a checklist is one way to insure that students are accountable of their own progress. All of these techniques will help me facilitate that the learning process is a successful one for my students.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Tuesday, February 9, 2010
Revising My GAME Plan
With regard to my instructional practice, I have learned that there is so much new information on how to implement technology into my lessons that it's overwhelming! One of the most valid concepts that I have gained is the importance of making assignments authentic and giving my students a variety of choices. For example, in this week's video program, Vicki Davis (2009) discusses when students have difficulty typing, it would be better to give them the option of creating a video or Power Point presentation instead. In the same video program, other instructors gave suggestions such as Moodle or Ning to use for online collaboration. Both programs are easy to use and free. They help keep track of participation which is always a challenge. Finally, Davis offers the suggestion of using the terminology "educational networking" instead of social networking when teaching. Too many times kids separate their social time and school time, so this plays into that mindset.
I am happy with the progress that I am making on my current GAME plan goals. Last week our staff had a collaborative meeting between the english and history departments. We discussed the implementation of technology into our cross-curricular assignments. One of our primary focuses will be digital storytelling. This is major progress since last week I posted that we had no plan for technology. Now each teacher on staff is setting a goal to work digital storytelling into their curriculum in some way. Also, my junior high students will purchase a flash drive next year as a part of their materials for school. This will help when creating the eportfolio. They will be able to work on their papers at home and at school. Both of these areas will benefit all our students tremendously.
Currently, I am still focusing on my original NETS-T goals as set in January. I am feeling somewhat overwhelmed at the amount of information that I am attempting to absorb, so I am more comfortable with extending what I've learned so far rather than setting additional goals. I am still looking forward to implementing digital storytelling and eportfolios next year. In addition, when using the blogs and wikis, I am extending that goal to include the use of Moodle and Ning in order to help my students with their collaboration. Other programs are available and once I am able to model these, I will be open to implementing them as well.
Various learning approaches have been discussed thus far. For me, I learn best when viewing the video programs and reading the subtitles at the same time. Also, when developing new technology, it's easiest for me to use tutorials and follow step by step directions. With practice, new strategies become easier for me to model. I have found that if I hit a snag along the way, there is always at least one student willing to offer their assistance. It's amazing the difference between a digital native and a digital immigrant!
References
Laureate Education Inc. (Executive Producer). (2009a). Davis, V., Program: 10. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Laureate Education Inc. (Executive Producer). (2009b). Davis, V., Program: 11. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
I am happy with the progress that I am making on my current GAME plan goals. Last week our staff had a collaborative meeting between the english and history departments. We discussed the implementation of technology into our cross-curricular assignments. One of our primary focuses will be digital storytelling. This is major progress since last week I posted that we had no plan for technology. Now each teacher on staff is setting a goal to work digital storytelling into their curriculum in some way. Also, my junior high students will purchase a flash drive next year as a part of their materials for school. This will help when creating the eportfolio. They will be able to work on their papers at home and at school. Both of these areas will benefit all our students tremendously.
Currently, I am still focusing on my original NETS-T goals as set in January. I am feeling somewhat overwhelmed at the amount of information that I am attempting to absorb, so I am more comfortable with extending what I've learned so far rather than setting additional goals. I am still looking forward to implementing digital storytelling and eportfolios next year. In addition, when using the blogs and wikis, I am extending that goal to include the use of Moodle and Ning in order to help my students with their collaboration. Other programs are available and once I am able to model these, I will be open to implementing them as well.
Various learning approaches have been discussed thus far. For me, I learn best when viewing the video programs and reading the subtitles at the same time. Also, when developing new technology, it's easiest for me to use tutorials and follow step by step directions. With practice, new strategies become easier for me to model. I have found that if I hit a snag along the way, there is always at least one student willing to offer their assistance. It's amazing the difference between a digital native and a digital immigrant!
References
Laureate Education Inc. (Executive Producer). (2009a). Davis, V., Program: 10. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Laureate Education Inc. (Executive Producer). (2009b). Davis, V., Program: 11. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
Wednesday, February 3, 2010
Evaluating My GAME Plan Progress
How effective were your actions in helping you meet your goals?
What have you learned so far that you can apply in your instructional practice?
What do you still have to learn? What new questions have arisen?
How will you adjust your plan to fit your current needs?
Over the past few weeks I have been developing, implementing, monitoring and now evaluating my GAME Plan. Some parts of my GAME plan have been successful while others have not. One area that I am pleased with is the collaboration between myself and my colleagues with regard to the implementation of technology. As a matter of fact, my principal has become "on board" with this as well. So much so that today he scheduled a meeting for both the english and history departments to discuss strategies for implementing technology. This is very exciting for me because we have a staff that is currently divided in half on the idea of the importance of technology in the classroom. My hope is that this meeting will give them ideas that will motivate them to learn more about the technology that could bring some of their lessons alive for their students.
An area of frustration is the lack of concern on the part of our superintendent and school board. While many schools are adopting long range plans for technology development, ours is not. Since our school received a state of the art computer lab and mobile laptop cart two years ago, they are taking a break from adopting new technology. It is probable that next year many of our teachers will receive a SMART board, which is encouraging, however that is as far as it will go for now. What our administrators fail to realize is that as soon as that new computer lab was up and running, it was most likely already outdated. Technology advances and changes so quickly! How will we ever get ahead?
I could write pages on the amount of knowledge I have gained over the past five weeks. One strategy that I am anxious to implement is digital storytelling. This is something I am getting familiar with in order to model it for my students. Another strategy is the digital portfolio. Since we already create portfolios, and have the use of student accounts in place, this is the next logical step. I will add this aspect to my eighth grade class project at the end of this year. Problem-based lessons (PBL) are the current focus and one that fits in with my curriculum perfectly. I am already planning which lessons I can adapt into PBL. Although overwhelming, this new knowledge is the key to creating motivating, authentic lessons for my students that are successful.
With all of these new techniques, there will be many questions. Many will have to be answered as we work through the different lessons. For example, there is always the question of how much time each lesson will require. Also, in our school we always have the issue of sharing the computers. What is the best way to make sure I get enough time with the different tools so my students are successful? In addition, I am concerned that I will encounter a glitch, and it's bound to happen, and I won't know how to overcome it. These questions remind me that I still have much to learn. One area is how to balance many new tools during the same project. Students do well when they are allowed to choose the method they use. As a result, I will have many different projects going on withing one project. It will take some time and experience to learn how to meet everyone's needs. Another thing I must learn is as much information about each technique as possible. Keeping a log is one way I have learned to keep the information straight. It will also help through this trial and error process!
To be honest, I do not know how I will adjust my plan to fit my (and my students') needs. I think a good teacher has to be patient and flexible. We know that there is no "normal" day. As a matter of fact, that's exactly why I love my job. So I will adjust my plan the same way I adjust my expectations and my lessons each day. I will pay attention to how my students are receiving the information, ask many questions to check their confidence and their knowledge, and hope for the best!
What have you learned so far that you can apply in your instructional practice?
What do you still have to learn? What new questions have arisen?
How will you adjust your plan to fit your current needs?
Over the past few weeks I have been developing, implementing, monitoring and now evaluating my GAME Plan. Some parts of my GAME plan have been successful while others have not. One area that I am pleased with is the collaboration between myself and my colleagues with regard to the implementation of technology. As a matter of fact, my principal has become "on board" with this as well. So much so that today he scheduled a meeting for both the english and history departments to discuss strategies for implementing technology. This is very exciting for me because we have a staff that is currently divided in half on the idea of the importance of technology in the classroom. My hope is that this meeting will give them ideas that will motivate them to learn more about the technology that could bring some of their lessons alive for their students.
An area of frustration is the lack of concern on the part of our superintendent and school board. While many schools are adopting long range plans for technology development, ours is not. Since our school received a state of the art computer lab and mobile laptop cart two years ago, they are taking a break from adopting new technology. It is probable that next year many of our teachers will receive a SMART board, which is encouraging, however that is as far as it will go for now. What our administrators fail to realize is that as soon as that new computer lab was up and running, it was most likely already outdated. Technology advances and changes so quickly! How will we ever get ahead?
I could write pages on the amount of knowledge I have gained over the past five weeks. One strategy that I am anxious to implement is digital storytelling. This is something I am getting familiar with in order to model it for my students. Another strategy is the digital portfolio. Since we already create portfolios, and have the use of student accounts in place, this is the next logical step. I will add this aspect to my eighth grade class project at the end of this year. Problem-based lessons (PBL) are the current focus and one that fits in with my curriculum perfectly. I am already planning which lessons I can adapt into PBL. Although overwhelming, this new knowledge is the key to creating motivating, authentic lessons for my students that are successful.
With all of these new techniques, there will be many questions. Many will have to be answered as we work through the different lessons. For example, there is always the question of how much time each lesson will require. Also, in our school we always have the issue of sharing the computers. What is the best way to make sure I get enough time with the different tools so my students are successful? In addition, I am concerned that I will encounter a glitch, and it's bound to happen, and I won't know how to overcome it. These questions remind me that I still have much to learn. One area is how to balance many new tools during the same project. Students do well when they are allowed to choose the method they use. As a result, I will have many different projects going on withing one project. It will take some time and experience to learn how to meet everyone's needs. Another thing I must learn is as much information about each technique as possible. Keeping a log is one way I have learned to keep the information straight. It will also help through this trial and error process!
To be honest, I do not know how I will adjust my plan to fit my (and my students') needs. I think a good teacher has to be patient and flexible. We know that there is no "normal" day. As a matter of fact, that's exactly why I love my job. So I will adjust my plan the same way I adjust my expectations and my lessons each day. I will pay attention to how my students are receiving the information, ask many questions to check their confidence and their knowledge, and hope for the best!
Subscribe to:
Posts (Atom)